. . . "Chejnov\u00E1, Pavla" . . "[A1083F60F59A]" . "6"^^ . . "38378" . "1"^^ . "Czech language didactics; categorization; stereotype; semantic prototype; definition theory; cognitive linguistics"@en . "CZ - \u010Cesk\u00E1 republika" . "1"^^ . "6" . . "Findings of cognitive linguistics in teaching Czech language on secondary school"@en . . . "Didaktick\u00E9 studie" . . "Poznatky kognitivn\u00ED lingvistiky ve v\u00FDuce \u010Desk\u00E9ho jazyka na st\u0159edn\u00ED \u0161kole" . . . "I" . . "\u010Cl\u00E1nek prezentuje mo\u017Enosti, jak pracovat s v\u00FDznamem lex\u00E9m\u016F v hodin\u00E1ch \u010Desk\u00E9ho jazyka na st\u0159edn\u00ED \u0161kole. U\u010Ditel m\u016F\u017Ee vyu\u017E\u00EDt poznatk\u016F kognitivn\u00ED lingvistiky a vych\u00E1zet z teorie s\u00E9mantick\u00FDch rys\u016F (defini\u010Dn\u00ED teorie) a z teorie v\u00FDznamov\u00E9ho prototypu. Studenti si tak prost\u0159ednictv\u00EDm praktick\u00FDch cvi\u010Den\u00ED uv\u011Bdom\u00ED, jak funguje kategorizace. D\u00E1le je p\u0159edstavena teorie v\u00FDznamov\u00E9ho stereotypu. Studenti se nau\u010D\u00ED vn\u00EDmat nejen negativn\u00ED kategorizaci, ale i pozitivn\u00ED aspekty, cvi\u010Den\u00ED tak napom\u00E1h\u00E1 odstranit p\u0159edsudky, nap\u0159. rasov\u00E9 a genderov\u00E9."@cs . "1804-1221" . . . "Poznatky kognitivn\u00ED lingvistiky ve v\u00FDuce \u010Desk\u00E9ho jazyka na st\u0159edn\u00ED \u0161kole"@cs . "RIV/00216208:11410/14:10272477" . "1" . . "Poznatky kognitivn\u00ED lingvistiky ve v\u00FDuce \u010Desk\u00E9ho jazyka na st\u0159edn\u00ED \u0161kole"@cs . "Poznatky kognitivn\u00ED lingvistiky ve v\u00FDuce \u010Desk\u00E9ho jazyka na st\u0159edn\u00ED \u0161kole" . "11410" . "\u010Cl\u00E1nek prezentuje mo\u017Enosti, jak pracovat s v\u00FDznamem lex\u00E9m\u016F v hodin\u00E1ch \u010Desk\u00E9ho jazyka na st\u0159edn\u00ED \u0161kole. U\u010Ditel m\u016F\u017Ee vyu\u017E\u00EDt poznatk\u016F kognitivn\u00ED lingvistiky a vych\u00E1zet z teorie s\u00E9mantick\u00FDch rys\u016F (defini\u010Dn\u00ED teorie) a z teorie v\u00FDznamov\u00E9ho prototypu. Studenti si tak prost\u0159ednictv\u00EDm praktick\u00FDch cvi\u010Den\u00ED uv\u011Bdom\u00ED, jak funguje kategorizace. D\u00E1le je p\u0159edstavena teorie v\u00FDznamov\u00E9ho stereotypu. Studenti se nau\u010D\u00ED vn\u00EDmat nejen negativn\u00ED kategorizaci, ale i pozitivn\u00ED aspekty, cvi\u010Den\u00ED tak napom\u00E1h\u00E1 odstranit p\u0159edsudky, nap\u0159. rasov\u00E9 a genderov\u00E9." . . . "The article presents the ways how to work with meanings of lexemes in Czech language classes on secondary school. The teacher can use the findings of cognitive linguistics and follow the semantic features theory (definition theory) and the semantic prototype theory. Students learn through practical exercises how the categorization functions. The cognitive stereotype theory is introduced. Students learn not only to interpret a negative categorization, but also positive aspects, the exercise thus helps to fight against prejudice, e. g. ethnic or gender."@en . "RIV/00216208:11410/14:10272477!RIV15-MSM-11410___" . "Findings of cognitive linguistics in teaching Czech language on secondary school"@en .